Unit1-Reading-for-Writing-名师教学设计

Unit1ReadingforWriting名师教学设计课时内容Writeanewsreport主题语境：人与社会主题群：历史、社会与文化子主题：物质与非物质文化遗产语篇类型：新闻报道文本分析：本节课提供一篇新闻报道PromotingCulturethroughDigitalImages，讲述了一组来自中外的研究人员与科学家联手使用数字图像，记录、收集莫高窟的文化遗产。第一段提出了新闻的mainidea(leadsentence)，第二段给出了更多细节，第三段作出总结。这篇新闻报道采用了大量定语从句来修饰限定名词、代词。语篇主题与本单元主题语境相关，文本结构清晰，语言简洁精炼，能够为写作提供很好的范本。课时目标1.通过阅读新闻报道，获取新闻报道的主要内容和写作特点。2.学习用恰当的语言和格式写新闻报道。3.培养学生自学以及合作学习的能力，引导学生主动学习。4.培养学生的批判性思维，引导学生对文化遗产保护进行批判性思考。重点难点重点：获取文本信息和文本特点。难点：用恰当的语言和格式写新闻报道。教学准备教师准备：莫高窟的相关资料、照片及视频。学生准备：复习定语从句和文化遗产的相关词汇。教学过程StepI学习理解活动一：获取与梳理1.Recognizethediscoursebeforecarefulreading.Askstudentstoscanthetextandjudgethetypeofthediscourse：anewsreport.2.Askstudentstoreadthenewsreportandanswerthe.followingquestions.(SB，P8，Part1)(1) Whataretheresearchersandscientiststryingtodo?Whatmoderntechnologyaretheyusing?(2) WhyaresomanypeopleinterestedintheMogaoCaves?(3) Whatdoyouthinkoftheresearcher’sopinioninthelastparagraph?Suggestedanswers：(1) TheyaretryingtohelpincreaseknowledgeandappreciationofChina’sancientculturalheritageintheMogaoCaves.Theyareusingdigitalimages.(2)The MogaoCaveshavelongbeenameetingpointfordifferentculturesandarepartofthehistoryofmanycountries.Today,thecavesarejustasinternationalastheywereatthetimewhenpeopletravelledtheSilkRoad.(3) (Theanswervaries.)3.Groupwork.Askstudentstoreadthenewsreportagainandfindthefollowingparts.(SB,P8,Part2)A.LeadsentenceB.DirectquoteC.ParaphraseD.BackgroundinformationE.ReportingverbsF.Wordstoshowcomparisonand/orcontrastSuggestedanswers：A.AgroupofresearchersandscientistsfromChinaandothercountriesareworkingtogethertohelpincreaseknowledgeandappreciationofChina’sancientculturalheritage.B.Asoneresearcherwhoisworkingontheprojectexplains,uAppreciatingone’sownculturalheritageisveryimportantforunderstandingoneself.Appreciatingtheculturalheritageofothercountriesisveryimportantforinternationalcommunicationandunderstanding.”C.“Cultural relics”for“culturalheritage”.D.Para.2E.hope：BysharingsomanydigitalphotosovertheInternet，thegrouphopestopromoteevenwiderinterestaroundtheworldinChina’sancienthistory,culture，andtraditions./Theyalsohopetofurthereducatepeopleabouttheimportanceofsafeguardinghistoricandculturalrelicsforfuturegenerationstounderstandandappreciate.F.as...as...：Today,thecavesarejustasinternationalastheywereatthetimewhenpeopletravelledtheSilkRoad.【设计意图】根据文本特征设计了三个环节，识别语篇、提问与小组讨论，旨在提高学生认识语篇（新闻报道）、获取语篇主要信息的能力。StepI应用实践活动二:分析与判断1.分析新闻报道的文本特征Groupwork：Readthenewsreportagainandtrytoanalyzethestructureofthenewsreports.(1) Whatpartsshouldbeincludedinanewsreport?Suggestedanswers：Headline，leadsentence，body，ending.(2)What shouldwewriteineachpart?Suggestedanswers：Headline：Writeatitletogetthereaders’attention.Leadsentence：Tellthereaderswho,what,where,andwhy.Body：Tellthereaderthefacts,details,examples,etc.Ending：Endwithashortsummarytohelpthereadersrememberthemainidea.2.赏析语言(1) Askthestudentstoreadthetextagainandunderlinetherelativeclausesusedtoidentifythings,peopleandtime.(2)Complete thesentencesbelow.①AgroupofresearchersandscientistswhoareworkingtogethertohelpincreaseknowledgeandappreciationofChina’sancientculturalheritage.eq\o\ac(○,2)TouristsfromallovertheworldvisittheMogaoCaveswhichameetingpointfordifferentcultures.③TheMogaoCaveswereinternationalatthetimewhen.Suggestedanswers：① arefromChinaandothercountries② havebeen③ peopletravelledtheSilkRoad【设计意图】通过阅读课文，分析文本特征和赏析语言特征，深度阅读，挖掘主题意义，并学习语篇的写作特征。这个活动有助于提高学生对新闻报道写作的认识和理解，为后续写作作铺垫。活动三:实战演练1.Composeyournewsreport.Readthetwointerviewnotesandchooseonetowriteanewsreport.ChenLei,Wuhan• seniorteacher• takesphotosofoldbuildings• wantstopreserveculturalheritage• interviewsoldpeople• writesaboutthebuildings• visitsschoolstotellstudentsabout...ProtectorsofthePast,Wuhu• protectoldhouses• helprepairbuildings• lookforculturalrelics• showculturalrelicstothepublic• raisemoney• repairtemplesandculturalrelics2.Brainstorm.First,askstudentstoworkingroupsoffourtochooseaninterviewnote,andreaditsrelativeinformation.Thentalkabouttheheadline,leadsentence,bodyandending.3.Writeyourownnewsreportaccordingtothebrainstorm.【设计意图】本活动为写作实践。在写前设计了“头脑风暴”活动，让学生以小组的形式，根据选择的采访信息讨论新闻报道的标题、开篇句、正文及结尾等。这不仅降低了学生的写作难度，还增强了写作的信心。StepIII迁移创新活动四：批判与评价1. Exchangedraftsingroupsoffourandassesseachother’sworkaccordingtothechecklist.√Isthereatitle?√Doestheleadsentencetellthereaderaboutthesituation?√Hasthewriterincludeddetailsandexplanations?√Aretherequotesandparaphrases?√Doesthewriteruserelativeclausestoidentifypeople，places，things，times，etc.?√Doesthewriterendwithashortsummary?√Arethereanygrammarorspellingmistakes?2.Learn fromeachother.3.Ask eachgrouptorecommendastudent’swriting.Choosetwooftherecommendationstosharewiththeclass.【设计意图】该环节通过小组合作，从标题、开篇句、正文细节、引用及改述、关系从句应用、总结、语法及拼写等方面，对组内成员的草稿进行综合评价与相互学习，加深学生对主题意义的理解和多元思维的培养，并实现深度学习。StepIV课后作业1.Polish yourwritingafterclass.2.Copy theusefulexpressionsinyourgroupmembers，writingsandtrytomemorizethem.板书设计Unit1CulturalHeritagePeriodVRead